Geographical Association

This section of the course has been developed to help you think through your assessment strategy for geography. It deals with three distinct aspects:

• First, this session explores how a teacher might plan with assessment in mind and provides some different strategies that can be used for assessment for learning (AfL).
• Next it asks you to look at the self-assessment criteria from the PGQM framework and asks you to 'reflect on where you think you are at the moment'.
• Finally it provides three short case-studies that have been drawn from evidence submitted for the PGQM and asks you to identify ways that each school approaches assessment in geography and makes it part of a manageable and built in approach to teaching and learning.

Assessment in geography, as with other foundation subjects, tends to be neglected because of the focus on attainment in core subjects. Yet if,

'We want all our pupils to do as well as they possibly can … we need to find out what they already know, how well they know it and where they need support to raise their attainment; to be confident, engaged and responsible learners who engage with work that is tailored to their learning styles, interests and abilities.' Owens, P (2008)

This presentation records a subject leader’s comments as she recalls what prompted thinking in planning, how she has evidenced work (with examples) and explains some strategies for AfL.

Download this presentation as a PowerPoint

Read the short quote below and identify the key elements of effective assessment practice that OFSTED outlines here.

Assessment in geography is most effective where opportunities are clearly identified and integrated into the scheme of work. These should provide clear progression in geographical skills, knowledge and understanding across each key stage. Good practice involves giving pupil’s feedback that they can use to enable them to become involved more effectively in their own learning. This is especially necessary where pupils are completing an extended piece of work such as a fieldwork enquiry. This formative assessment places a greater emphasis on teacher feedback rather than a grade or percentage. It involves pupils much more in their learning, allows them to refine and improve their work and has a beneficial impact on outcomes. Ofsted (2003)

Download the article 'Level Headed Geography' which discusses what the National Curriculum requirements are for assessing geography. GA members with a subscription to Primary Geographer can download the article for free.

Read through the section on p.16 titled 'Getting the planning right'. How does the teacher ensure that when children are learning about Kenya their thinking is being stretched?

View a larger version of the diagram

Would you agree?

'If we don’t plan in opportunities for pupils to achieve aspects of a particular level then however well pupils do they will not be able to achieve this. For example, if you only work with your year 1 pupils on a their own locality then none of them would ever be able to evidence achievement characteristic of an aspect of level 2 which requires that 'they show an awareness of places beyond their own locality'' Owens, P (2008)

Having read the article 'Level headed geography' then re-visit the National Curriculum levels of Attainment for Geography and jot down the key things you would expect pupils to be able to do at ages seven and 11.

How well do you think your existing schemes of work offer opportunities for pupils to reach expected levels of attainment? How will you share this with staff?

The level descriptions have been revised as part of the proposed new primary curriculum but are still very similar to the existing ones. QCDA advises that level descriptions should inform discussions about planning. They are not intended to be broken down into sub-levels but used as a best fit guide.

The download below shows the proposed new Levels alongside the existing Levels and also the proposed Levels for Citizenship - intended to be a statutory part of the curriculum from  September 2011.

Download: Comparison of Levels: Existing Geography with proposed Geography and Citizenship (Word document)

Planning is linked to and guided by assessment but also needs to have some flexibility built in to accommodate pupil progress. Are some learners being left behind? Could some achieve more? This is where assessment for learning strategies, built into planning, can enable fine tuning and involve pupils directly with their learning. Assessment for learning is a powerful tool for improvement when used well.

Re-visit the presentation that records a subject leader's comments as she recalls what has prompted thinking in planning, how she has evidenced work (with examples) and explains some strategies for AfL.

Which of the strategies for assessment used in the presentation do you do already? How might you use the presentation, or aspects of it with staff?  Write down three things about assessment in geography that you want to prioritise.

Ask staff to provide you with two PowerPoint slides each that show AfL strategies in action in their classroom.  Use speech bubbles to annotate each slide as shown in the example above.

View this self-assessment criteria for the Primary Geography Quality Mark framework (PDF)

Read the statements for Bronze, Silver and Gold criteria and reflect on where you think your school is at the moment.

Note down two or three things that you could do to either consolidate where you are already or help you move onto the next level of the framework.

In this activity you are going to look at some examples of assessment in three schools that have been awarded the Primary Geography Quality Mark. You will identify ways that each school approaches assessment in geography and makes it part of a manageable and built in approach to teaching and learning.

As you read through each case study, try to highlight what characterises each school's approach to assessment. As you read you might think about:

• whether they have strategies in common?
• what distinguishes the Gold schools from the Bronze school?
• whether you think they are meeting the PGQM criteria for the level they achieved?

Download the case studies (PDF)

How well are you doing in your school? Is there adequate time or status given to geography assessment? Does it form part of normal good practice in assessment for learning across the school? How well does planning help pupils achieve? How confident are colleagues and how can you best support them? How well are pupils involved?

What do you think your priorities are going to be next?

After reading some of the things that other schools are doing, consider one idea that can be achieved easily and one that is achievable but more challenging.

How will you enable staff to join you if it involves changing practice and what strategies might you use?

Perhaps you have found that you are already doing some good practice in assessment and might want to use the PGQM framework further to either support your subject leadership or you may even want to apply for the award.

You may enjoy reading this recent report from Ofsted on a subject inspection at a school deemed to have 'Outstanding' geography.

Ofsted. (2003) Good assessment practice in geography

Owens, P. (2008) 'Level Headed Geography: Planning achievement', Primary Geographer, 65, Spring 2008. GA members with a subscription to Primary Geographer can download this article for free.

Assessment in the new primary curriculum

GA Think Piece on Assessment for Learning

PGQM Self Assessment framework

AfL on the Staffordshire Learning Net

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